Factors Affecting Faculty Membersâ€™ Decision to Teach or Not to Teach Online in Higher Education
This study identified the important factors influencing faculty membersâ€™ decision to use or not to use any form of online course management applications (OCMA) in higher education. A polynomial logistic analysis led to a statistical-artifact hypothesis: factors did exist that correlated faculty membersâ€™ technology adoption decisions. Motivational factors such as Self-efficacy or Philosophy had a strong impact on the probability of using OCMA relative to the reference category of the non-use of OCMA; Teaching experience or Peer-pressure or Class-innovation had no impact; Time was shown not to be a factor. Additionally, this study suggested specific ways in which administrators might play an important role in supporting faculty membersâ€™ decisions toward online education. This study was guided by four research questions. It examined six hypothesized independent factors. A random sample of four hundred teaching faculty members in the University of Maine was invited to participate via print surveys.